It was part of the several participatory workshops during the the UNESCO Chair Gulu Summer School at Gulu University in July 2024. I conducted two separate sessions for senior and young participants for them to reflect about their career trajectories. I started with the senior participants, and asked each one of them to say anything about their lived experiences in relation to career development.

Listening to the senior participants, it became clear to me “career talk” is as always not only a little confusing but also controversial. None of the individuals could clearly articulate that they had come through a clear path of childhood dream careers to their present work. Moreover majority of them were already years into their work lives. One of them, a senior academic in education and social change research trajectory, said that just afters months of of graduating as an engineer she switched to psychology.

After cordially chatting through their several very compelling and enriching life stories of senior and middle level career professions, I requested each one of them to gift their young participants. Here are some of the top five advices:

You don’t have to have a career path already figured out by a particular age; Keep exploring your passion (s) and you will never know which one will end up as your career (p1)
Verbalise your dream even if they will not come true, it will help you to know who you are (p2)
Be flexible about your career, understanding that it is not a one day discovery but every day (p3)
Career is a journey, many factors involve in directions along the path, open and close possibilities. But learn to listen to your internal voice. Follow it. Learn to bring yourself to whatever you do (p4)

When the young participants entered the participation space, I prompted them to write the key things that come to their mind when they think about ‘career’. Read what they think:

Career is about waking up everyday, choosing a path to follow, earning and spending, connect with fellows in the field’ (p7)
Career refers to my point of interest that leads me to my dream (p8)
An activity, occupation for a significant period of time to fulfil a person’s desire, interest and growth (p9)
Career is connected to passions, dreams, hobbies, interests, vision (individual/shared), emotions / feelings (p11)

I am not sure what could be your take away from this learning encounter! But I want to imagine that you should be imagining what really a career is. May be you are wondering whether you have ever given your peers, friends, colleagues or students the right career advise.

As you continue to reflect deeply and widely about how complex or easy it is or it has been for your career development and advancement, let me make one argument. I argue that the idea of supporting or accompany people in their career development is more complex today than it were decades ago be it in developed economies or poor countries in the global south. Current and future education-work transition uncertainties and insecurities particularly in Uganda and similar contexts requires a re-imagination of career support and guidance.

P* is short for ‘participant’

*Robert Jjuuko, PhD | robert@adultslearnuganda.org | LinkedIn Robert Jjuuko | Research Gate Robert Jjuuko | ORCID https://orcid.org/0000-0002-1628-7080

Many of us must have used the word mentor at some point in our life. While growing up, I always heard questions like who is your mentor?  And the quickest answer would be either my dad, mam, pastor, or a favorite teacher.

Over the years, mentorship has found a place in many disciplines. Today, many organizations are rooting for mentorship programs as a way of building capacities for those developing their careers. Universities are assigning continuing students to freshers as their mentors, but are they mentoring? Many organizations assign new employees to senior staff for mentoring, but is it what they do? My first job as a cook, I was attached to an experienced cook to be my mentor, but was he? My point is that many have used the word ‘mentor’ even when they are doing something different.

Nonetheless, as Hunt & Micheal (1983) note, we often turn teachers, coaches, guides, sponsors, bosses, gurus, and even relatives for advice, or protection. So, could it be that our relationship with the cited categories qualifies as a mentoring relationship? I will share my perspective of what makes a good mentor, building on the literature reviewed by Hunt & Micheal(1983). We could agree that mentorship is context-based and, therefore, will not be uniform across all disciplines. My perspective is situated in the field of academia because that is where I have had a lot of mentorships.

Who is a mentor?

Walusansa (2018) describes mentorship as an “indispensable tool for preparing, guiding, and motivating young professionals during their career development.” Regarding who a mentor is, the descriptions, as seen, are vast and contextual. However, the University of Michigan (2018) describes a mentor as someone who takes an interest in developing another person’s career and well-being; has an interpersonal as well as a professional relationship with those whom they mentor. Hunt & Micheal (1983) also describe a mentor as an individual who is successful in his/her field. But does this mean that all field experts can be mentors? Or rather good mentors? Well, the literature reviewed by Hunt & Micheal (1983) points to specific characteristics that a mentor and mentee should possess if the mentorship is to yield positive results. For now, the focus will be on the mentor, and the mentee will be for another day

Mentor attributes

If you are there looking to have a mentor, or you have one, and things are not going well, consider checking these characteristics.  Age, gender, and power are the typical attributes of mentors cited in the literature.  Age and age differential are said to be essential in the relationship between mentor and mentee. Studies on this characteristic reveal that the age difference should not be too vast; neither should it be narrow. When the gap is wide enough, the literature indicates there could be issues of culture and generational collision, or the relationship becomes ‘parent-child.’  Likewise, it will turn into a peer relationship if the age gap is too narrow. My experience attests to this description because, at some point, I have looked to someone 3-5 years older, and I can not recall where we left off. For good mentorship, an age difference of 8-15 years is ideal.

While the literature identifies gender as a crucial mentor attribute, I choose to use sex instead. The relationship between males and females will always be ‘complicated.’ Research indicates that most successful mentor relationships have been male-male. I have several female role models, and not any is my mentor. Based on the little male-female mentorships studied, issues of sexual tension and fears, increased public scrutiny, as well as stereotypical female/male roles have to surface and could hamper the successful mentor-mentee relationship. While there are no credible studies done on female-female mentorship, I believe there are more successful female mentors of female mentees. I encourage young female career builders to consider choosing female mentors to avoid the complexities associated with having a male mentor.

Other attributes good mentors possess are Self-confidence, organization position, and power. Hunt & Micheal (1983) note that mentors are highly placed people with an experience they wish to share but not threatened by the young Turks. Any good mentor should be able to exhibit self-confidence and professionalism, and these attributes he/she must instill them to their mentees. A good mentor should give power to the mentee, that is how you build another. Delegating is a powerful tool for boosting ones’ self-confidence. Many times, I have represented my mentors for somewhat challenging activities and tasks, but I have learned from them a great deal. “Experience is the best teacher,” yes, I agree with the saying and attest to it. Choose a mentor that will push your limits, and look out for challenging opportunities for you. Sometimes you will disappoint them and vice versa, but they will not forsake you if they do, then those are not good mentors. I have had the delight of having mentors that have my best interest at heart. That does not come so immediately, though, as I will write about mentee characteristics (some other time), mentors lookout for mentees that have aspirations for higher achievement and social similarities, among other attributes. Career growth and development thus is an interplay of a strong mutual relationship between the mentor and the mentee.

Where do we stand

Walusansa (2018) articulates that “mentorship helps young professionals to deal with the challenges that they often encounter at work or personal level.” He suggests that “deliberate efforts be made to ensure that young professionals are placed under the watch of senior staff to enhance career and personal development.” If this good suggestion is to become realistic, mentors must be real mentors. Often, the senior staff takes for granted their subordinates; teachers/facilitators in educational institutions take for granted their students/learners.

A recent study by Jjuuko et al. (2019) provides an insight into the relationship between learners and educators, and surprisingly, the findings are not far from agreeing with the assertion that there is a need for a robust cordial relationship just as one required for proper mentorship. There is a need for a model for rethinking mentorship if the mentorship programs are to be effective. It starts with identifying good mentors. For mentorship programs are geared at enhancing career and personal development, then choosing the right mentor is not an option. Look for someone with and who will improve your creativity, critical thinking & argument, writing ability, presentation & negotiation skills, and interpersonal skills.

About the blogger

Saul Tumwine is a master student of Global Development and Planning at the University of Agder, in Norway. He is a professional teacher, community organizer, and learning facilitator. He believes everyone can make an impact in their life and community.

References

Hunt, D. M., & Michael, C. (1983). Mentorship: A career training and development tool. Academy of Management Review, 8(3), 475-485. https://doi.org/10.5465/amr.1983.4284603

Jjuuko, R., Tukundane, C., & Zeelen, J. (2019). Exploring agricultural vocational pedagogy in Uganda: students’ experiences. International Journal of Training Research, 1-14. https://doi.org/10.1080/14480220.2019.1685161

University of Michigan (2018) How to mentor graduate students. http://www.rackham.umich.edu/downloads/publications/Fmentoring.pdf

Walusansa, B. (2018, April 9^th). Why we need mentorship programmes for young professionals. The sunrise. Retrieved from:  

On a beautiful evening of 5 February 2018 at Nile Hotel Jinja, the great men and women who choose to serve humanity through their club.

The Rotary Club of Njeru presented to me a Vocational Service Award in recognition of my humble contribution to the promotion of access to education and training opportunities to the socially disadvantaged young people and adults in our community. Indeed it is a  a pleasant surprise!;  thank you so much dear colleagues for this great reward.

A few minutes to the vocational service award ritual, I was granted an opportunity to share my thoughts and experiences. I led a conversation about ‘Vocation and Serving Humanity’ which I delivered in four segments:

1. Understanding the notion of vocation: From a Christian perspectives, vocation means a divine call to God’s service or to the Christian life. But literally it may also connote a strong feeling of suitability for a particular career or occupation. If you have a vocation, you have an innate desire to doing a particular job or occupation and doing it well. You feel strongly motivated to fulfill a particular role  as an individual and feel intrinsically accountable for helping others. A vocation can be a strong feeling for being an outstanding teacher, medical doctor or engineer who does his / her job with passion.

From the Vocational psychology perspectives, vocation is an explicit concept for an occupation done with commitment, distinguished primarily by its psychological as contrasted with its economic meaning (SEARS, 1982). An activity pursued systematically and consecutively for its own sake with an objective other than monetary gain, although it may incidentally result in gain.

2. Serving Humanity: Humanity literally refers human race or the quality of being human.  Serving humanity is living one’s vocation for the well-being of the entire human race – ensuring economic justice, cultural justice, educational justice, ecological justice, cognitive justice and political justice.  Ensuring all women, men and children live a meaningful life of hope, dignity and fulfillment.

3. Value base of those who serve humanity: Those who serve humanity are not ordinary men and women; they are exceptional individuals whose actions are governed by a set of values, and ruled by a strict code of principles that ascribe them to a class of their own. Their value base is solid and never shaken by irrational thinkings and doings; never are they ever derailed by selfishness, greed and misguided appetite for money. Their consistence, dedication and commitment is intrinsic; and only rewarded by accomplishing their own vocational goals and objectives.

Their life journey follows a road-map marked by clear signposts built from an interplay of interconnected values and  human qualities such as kindness, merciful, compassionate, sympathy, humility, honesty, diligence, persistence. They have excellent social and emotional intelligence; they feel, understand and navigate human emotions to connect with every single individual that has a stake in their game.  These exceptional men and women are in charities, clubs and associations but also in business and corporate world – perhaps I take the liberty to mention that Rotary is a place where one finds such men and women.

Gallery Notice : Images have either not been selected or couldn't be found

4. My journey of serving humanity: It started more than 20 years ago in the 1990s as a community literacy tutor for young people and adults outside the formal school system.  This brought me into contact with a fundamental discourse on the centrality of literacy and education in helping men and women to assert and claim their legitimate space in modern day civilization which is ruled by the power of the pen and paper, and by extension the power of the computer and the internet.

Later I got into real adult and community education work by conducting seminars, courses, conferences and events to widen access to education, training and information services to those who are not served by mainstream education system.  The flagship of this sustained engagement was the establishment of a permanent facility for community learning and development at Plot 3 Republic Street in Njeru Central Division. Here we have touched the lives of hundreds of hitherto educationally and socially marginalized population groups in our community. We broadened our own understanding of education and development as manifested by innovative pedagogies that connect learning and work. We have a community library. We do have a skills development programme for early school leavers and the unskilled working poor.  Of course we cannot abrogate our own moral responsibility to conduct literacy and language classes for non-literates in our community. Our concept of youth learning festivals since 2014 is a new mark on our teaching-learning menu.

Today, I am delighted that despite the continued challenge to ensure sustainability of these services for humanity, I continue to strengthen my theoretical and professional capabilities to further contribute to the transformation of teaching- learning practices at different levels including tertiary and higher education in colleges and universities. My strong link with the social realities of our communities as derived from my experience in serving humanity is the basis for what I pleasantly do today, tomorrow and the next day.

Thanks so much for the opportunity to share and learn with you.  I salute you and wishing you the very best in your fine endeavors in serving humanity.

Robert Jjuuko, Educationist, Researcher and Development Consultant

+256 772 403 281, robert@adultslearnuganda.org